The 7 Positions Flashcards by William Blanchet

What are the 7 positions?

Attention-Seeking
Avoinding Failure
Control-Seeking
Bored
Angry
Uninformed
Energetic

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What are the 5 clues during the moment-of-disruption?

Teacher Gut Reaction
Teacher Impulsive Reaction
Disruptive Student Reaction to Intervention
Classmate Reactions
Facial Expressions and Body Language

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What is the Teacher Gut Reaction: ATTENTION-SEEKING?

Drained
irritated
annoyed.

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What is the Teacher Impulsive Reaction: ATTENTION-SEEKING?

Nag (complain)

- scold.

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What is the Disruptive Student Reaction to Intervention: ATTENTION-SEEKING?

Temporary compliance.

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What are the Classmate Reactions: ATTENTION-SEEKING?

Amused

- irritated.

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What are Facial Expressions and Body Language: ATTENTION-SEEKING?

Catching an eye

- looking up.

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What is the Teacher Gut Reaction: AVOIDING FAILURE?

Sympathetic
protective
challenged
helpless.

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What is the Teacher Impulsive Reaction: AVOIDING FAILURE?

Tutor
give up
write off.

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What is the Disruptive Student Reaction to Intervention: AVOIDING FAILURE?

Feigns lack of interest, “I can’t”, half-hearted effort.

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What are Classmate Reactions: AVOIDING FAILURE?

Resentment, pity.

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What are Facial Expressions and Body Language: AVOIDING FAILURE?

Avoiding eye contact

- Low muscle tone.

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What is the Teacher Gut Reaction: CONTROL-SEEKING?

Challenged
Angry
Threatened,
Frustrated.

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What is the Teacher Impulsive Reaction: CONTROL-SEEKING?

Force compliance, put down, overpower, fight.

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What is the Disruptive Student Reaction to Intervention: CONTROL-SEEKING?

Get in the “last word”
power-plays
argue/ justify.

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What are Classmate Reactions: CONTROL-SEEKING?

Defiance

- deference.

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What are Facial Expressions and Body Language: CONTROL-SEEKING?

Crossed arms, tightly closed lips, pointing, staring, puffed up, loud.

What is the Teacher Gut Reaction: ANGRY?

Threatened, fearful, protective, indignant, outraged.

What is the Teacher Impulsive Reaction: ANGRY?

Remove, punish, retaliate.

What is the Disruptive Student Reaction to Intervention: ANGRY?

Anger, revenge-seeking, sulking.

What are Classmate Reactions: ANGRY?

Fearful, angry.

What are Facial Expressions and Body Language: ANGRY?

Jaw protrudes, eyebrows lowered and draw, lips pressed, fist clenched.

What is the Teacher Gut Reaction: BORED?

Invalidated.

What is the Teacher Impulsive Reaction: BORED?

Discount, engage.

What is the Disruptive Student Reaction to Intervention: BORED?

Off-task.

What are Classmate Reactions: BORED?

Reject, ignore.

What are Facial Expressions and Body Language: BORED?

Low muscle tone; droopy eyes.

What is the Teacher Gut Reaction: UNINFORMED?

Pity, helpful, exasperated, impatient.

What is the Teacher Impulsive Reaction: UNINFORMED?

Help, inform, ignore.

What is the Disruptive Student Reaction to Intervention: UNINFORMED?

Grateful, lack of understanding, obedient.

What are Classmate Reactions: UNINFORMED?

Annoyance, pity, impatience.

What are Facial Expressions and Body Language: UNINFORMED?

Surprise, wide-eyes, lowered head.

What is the Teacher Gut Reaction: ENERGETIC?

Overwhelmed, exhausted, drained.

What is the Teacher Impulsive Reaction: ENERGETIC?

Suppress .

What is the Disruptive Student Reaction to Intervention: ENERGETIC?

Continues, increases, modifies activity; playful smile.

What are Classmate Reactions: ENERGETIC?

Distraction, annoyance, envy.

What are Facial Expressions and Body Language: ENERGETIC?

High muscle tone, animated movement.

What does "validating a student's position" mean?

Showing acceptance of the need the student is trying to fulfill through his behaviour, without accepting the behaviour itself.

What are the 6 reasons why the teacher should validate the students' positions?

- A basic need is met and he/she relaxes, becoming less likely to be disruptive. - He/she likes the teacher more and is more open to input, more compliant. - The student wants to please the teacher.- An otherwise disruptive student no longer needs to be disruptive because his/her disruptive behavior was merely a misguided attempt to win acceptance for who he/she is. - If the student doesn't feel accepted by the teacher, he/she is likely to become more disruptive out of anger. "If you reject me, I will reject you". - We create a bridge for him/her-- a bridge toward self-knowledge and self-acceptance. Feeling his/her position is known and accepted by the teacher, the student can better know and accept it. - The teacher actually models an orientation toward the student that the student can internalize. And until the student knows and accepts his/her own position, the student will continue to act out the needs of the position rather than consider responsible alternatives.

What are the 3 ways to validate students' positions?

- Validation gambits - Validation notes - Non-verbal validation

What are the 3 differences between the Same-Side Approach and the Opposite-Side Approach?

SAME-SIDE APPROACH = Focus on: student position. / View of student: student is striving to meet basic needs. / Discipline approach: relate to student. OPPOSITE-SIDE APPROACH = Focus on: disruptive behavior. / View of student: student is bad; student is nuisance. / Discipline approach: punish, reward, ignore.